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Direct linkKnee, Rob; Cranmer, Richard; Blocksidge, Maxine – Journal of In-service Education, 2004
Current trends towards greater collaboration between schools to support training and staff development at a local level together with the linking of the needs of trainees, the wider workforce and experienced staff to this agenda has created a need for "neighbourhood" support. This support can be effectively developed by Training Schools,…
Descriptors: Pilot Projects, School Districts, Vocational Education, Career Academies
Bubb, Sara; Earley, Peter – Journal of In-service Education, 2006
The central theme of this article is that teachers' professional development in England is not being taken as seriously as it needs to be. With reference to the induction of newly-qualified teachers and the early professional development pilot schemes, it draws on data from several related pieces of research, to argue that cases of…
Descriptors: Foreign Countries, Faculty Development, Professional Development, Beginning Teacher Induction
Hodkinson, Alan – Journal of In-service Education, 2006
This paper provides a critical evaluation of the model of professional development elucidated within the Career Entry Development Profile and induction arrangements for newly qualified teachers (NQTs) in England. In addition, it outlines the findings from a small-scale study of NQTs' professional development during their first year of teaching.…
Descriptors: Foreign Countries, Professional Development, Profiles, Best Practices
Piggot-Irvine, Eileen – Journal of In-service Education, 2006
A dialectical, or mutually informing and influencing, relationship exists between research, programmes for development and improved teaching and learning. Among a raft of other attributes, current perceptions of effective professional development (summarised in the paper) point to deep, collaborative, active and ongoing features as important. Such…
Descriptors: Action Research, Professional Development, Evaluation Criteria, Standard Setting
Bygdeson-Larsson, Kerstin – Journal of In-service Education, 2006
Educational process reflection (EPR) is a professional development model aimed at supporting preschool teachers reflecting on and changing their practice. A particular focus is on interaction between practitioners and children, and between the children themselves. In this article, I first describe the theoretical frameworks that helped shape EPR,…
Descriptors: Interaction, Preschool Teachers, Professional Development, Inservice Teacher Education
Nichol, Jon; Turner-Bisset, Rosie – Journal of In-service Education, 2006
The English government has focused upon a pattern of professional development that involves demonstration and modelling as a key element in the improvement of the teaching of 11-14 year olds (Key Stage 3 strategy). From 1997 the Nuffield Primary History Project (NPHP) has implemented a programme for the professional development of teachers built…
Descriptors: Apprenticeships, Professional Development, Educational Change, Instructional Effectiveness
Kern, Sarah M. – Journal of In-service Education, 2004
Professional Development Schools (PDSs) emerged in the USA in the mid-1980s as a promising approach to simultaneously improving teacher education and the quality of education students receive in kindergarten through grade 12 (public) schools. This new form of school-university partnership enabled teacher educators to design new models for…
Descriptors: Preservice Teacher Education, Student Teachers, Professional Development Schools, Student Placement
